Open AccessTowards a theory of the Ecology of Reflection: Reflective practice for experiential learning in higher education
Author(s) -
Marina Harvey,
Debra Coulson,
Anne McMaugh
Publication year - 2016
Publication title -
journal of university teaching and learning practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.258
H-Index - 8
ISSN - 1449-9789
DOI - 10.53761/1.13.2.2
Subject(s) - experiential learning , reflective practice , experiential education , internship , context (archaeology) , reflection (computer programming) , pedagogy , participatory action research , learning theory , sociology , action learning , psychology , cooperative learning , teaching method , computer science , political science , geography , archaeology , anthropology , law , programming language
Reflective practice is widely adopted across the field of experience-based learning subjects in higher education, including practicums, work-integrated learning, internships, service learning and community participation. This adoption of reflective practice implies that it supports student learning through experience. When reviewing the evidence for the role of reflection for learning, it became evident that not only was there no clear agreement about the definition of reflection, there has been little theoretical development in this area. An integrated participatory action research and ecological approach was adopted to build a theory about the ecology of reflection for learning through experience. Through this process the assumptions, or truths that are taken for granted, that underpin the new theory were declared and substantiated. Key concepts and the principle tenets of the theory were then identified and defined, leading to an overview of the ecologies of the learner, the learning context and the experiential learning context.